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Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development./
Author:	Leahy, Jason E.
Description:	1 online resource (227 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9780438080461

Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development.
Leahy, Jason E.

Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development. - 1 online resource (227 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--Western Illinois University, 2018.

Includes bibliographical references

The purpose of this quantitative study was to understand the perceived impact of Illinois' Performance Evaluation Reform Act (PERA) on principal evaluation, principal leadership practice, and principal professional development through surveying Illinois' public school principals and principal evaluators. This study used quantitative research methods with a descriptive and comparative statistical design. Illinois public school principals and principal evaluators were sent links to parallel, online surveys where they were asked to offer their perceptions of PERA's impact on the principal evaluation process, principal leadership, and principal professional development. Chicago Public School principals and individuals serving in the dual capacity of principal and superintendent were excluded from the study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438080461Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development.
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245 1 0 $a Perceptions of the Impact of the Performance Evaluation Reform Act on Principal Evaluation, Leadership, and Professional Development.
264 0 $c 2018
300 $a 1 online resource (227 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Dean Halverson.
502 $a Thesis (Ed.D.)--Western Illinois University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this quantitative study was to understand the perceived impact of Illinois' Performance Evaluation Reform Act (PERA) on principal evaluation, principal leadership practice, and principal professional development through surveying Illinois' public school principals and principal evaluators. This study used quantitative research methods with a descriptive and comparative statistical design. Illinois public school principals and principal evaluators were sent links to parallel, online surveys where they were asked to offer their perceptions of PERA's impact on the principal evaluation process, principal leadership, and principal professional development. Chicago Public School principals and individuals serving in the dual capacity of principal and superintendent were excluded from the study.
520 $a This research concluded that the vast majority of Illinois principals and principal evaluators are complying with PERA's legislative requirements. Furthermore, principal evaluators reported having greater confidence in their own knowledge of the PERA-required principal evaluation process than did principals. The study also revealed that principal evaluators have greater confidence in their qualifications as principal evaluators than the confidence principals have in their principal evaluator qualifications. Finally, this study concluded that neither principals nor principal evaluators perceived that the PERA-required principal evaluation as positively impacting principal leadership or principal professional development.
520 $a Based on the findings, several recommendations are made including that PERA should be revisited and reviewed in order to determine ways to improve the statute. For school districts, this study also recommends that principals and principal evaluators should be provided professional development regarding the principal evaluation process beyond what is mandated. Additionally, school districts should provide principals and principal evaluators sufficient time and resources to conduct the principal evaluation process. Moreover, researchers should examine the demographic effects on the perceptions of principals and principal evaluators regarding PERA's impact. Finally, the perceptions of principal and principal evaluators in other states concerning how legislative changes have impacted principal evaluation, principal leadership behaviors, and principal professional development should be studied.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Educational administration. $3 1148465
650 4 $a Educational evaluation. $3 555501
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0514
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Western Illinois University. $b Educational Leadership. $3 1192450
773 0 $t Dissertation Abstracts International $g 79-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10751472 $z click for full text (PQDT)